Heuristic Talk as a Means of Forming a Teenager as a Subject of Educational Activity

Abstract

The purpose of our research is to justify methodological backgrounds for the purpose of investigating subjectivity of the person and to test the level of person’s formation of adolescents empirically in the heuristic talk. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The questionnaire method was used as the experimental one. In order to conduct the empirical part of the research, the author’s questionnaires were developed for both parents and teachers. The results of the research. Current experimental data suggest that group activity has a positive effect on individual pupils’ activity. In our experiments we found that the productivity of random memorization of words (the reproduction) of pupils in the presence of others increased by 3%, and in terms of joint activities – by 25%. Thus, in the conditions of interaction of pupils the exchange of information communication performs the function of forming a common memory fund. The results of experiments conducted under the direction to solve problems that require a creative approach are indicative for the confirmation of greater efficiency of group activity in comparison with individual. In this research a large number of pupils were offered the same task. During 30 minutes provided for solving the problems, none of the pupils were able to cope with it, working individually. Then the task was offered to groups of the same pupils, united by 2–3 and 4 people. 70% of the groups found the right solution without going beyond the same 30 minutes. Practical experience in the use of group forms of the activity at the lessons allows us to explore the relationships between the effectiveness of joint activities of pupils in the process of group activity on the effectiveness of individual solution by partners in the process of communication of mental problems. At the lessons groups of pupils (3–4 pupils in each group) were asked to solve some problem. As an indicator to assess the effectiveness of joint activities of adolescents in the process of group activity, we used the measure of a teacher’s assistance to pupils. As a result, teenagers were divided into subgroups (depending on how much help they needed from the teacher in solving the problem). The first (best) subgroup included groups of pupils who showed the highest level of efficiency in solving problems in the process of joint activity, the second (average) – groups with average efficiency, the third (worst) – triads with the least efficiency in the performance of tasks. Conclusions. These factors must be taken into account by teachers in the classroom to increase the level of knowledge of pupils in this or that subject and improve the methods of working with pupils within the implementation of an individual approach to each individual adolescent. It should be emphasized that the effectiveness of group forms of work at the lessons is largely determined by the level of the activity of pupils’ thinking, which in turn will depend on several conditions: whether pupils will receive knowledge ready, if the teacher fully explains the new topic (but does not retell the task, accompanying the translation with the only correct explanation and evaluation of the material, which sometimes occurs in the pedagogical practice of teachers); whether the teacher seeks to include pupils into the process of studying the material through leading questions; whether the study of new material is carried out in the process of independent search activity of pupils who, when faced with a problem situation, themselves seek a way out of it, thus solving a cognitive problem.